Idiosyncratic Language in Autism

Idiosyncratic language in autism refers to the use of speech patterns or expressions that are unique to that individual.

In autistic children, this can manifest in various ways, such as using words, phrases, or sentence structures that are seemingly unrelated to the context. But in some way, they are unique connections to a person's identity, interests, or personal experiences

The words may be confusing to others, but they often have significant meaning for the child using them. It can require some well-developed “detective skills” for the communication partners to discover the connections. 

I received an email from Chris

"Saw this on Facebook and remembered the story you told about the caution wet floor Linda. Hope it brings a smile to your face."
Chris

Yes . . . I remember the story

I haven’t told this story in a long time. Chris attended my workshop where I shared my “Caution Wet Linda” story.

Brian was a sweet boy who loved to greet me when I visited his classroom. Every time he saw me he pointed at me and said “There’s caution wet Linda.” (This was a program where the students called the adults by our first names.)

I couldn’t figure out why, but Brian always called me “Caution Wet Linda.”

Then one day (just by accident) I made the connection. In that school building, my office was located right next to a short hallway that the custodian didn’t want anyone to walk down.

So, he used one of those CAUTION WET signs that they use when washing the floor. He put it there to block the hall and prevent people from going in that direction.

Brian made an association between me and my office and that sign that really shouldn’t be there (in his mind). When I figured that out, everything he was saying made perfect sense.

Chris remembered the story I shared when she saw this Facebook video.

The video about the sign

The story about "Caution Wet Linda" is a beautiful example of idiosyncratic language. It's something unconventional that relates to the boy's personal experiences.

Idiosyncratic VS GLP

There has been a lot of discussion lately about Gestalt Language Processing (GLP). Is idiosyncratic language the same as GLP?

Gestalt Language Processing (GLP) is a term used to describe a unique way of language acquisition and use that is often observed in children with autism.

It refers to the process by which children learn and use language in chunks or "gestalts", rather than learning individual words and phrases in a linear, step-by-step fashion like typically developing children.

This means that rather than starting with simple words and gradually combining them into sentences, children using GLP tend to learn larger chunks of language at once—these could be full phrases, sentences, or even lines from media sources, songs, or everyday interactions.

Well. . .Idiosyncratic language and GLP both:

• Use words in an unconventional way
• Use words that may not make sense in context

The similarity is that they both use language in unconventional or unexpected ways.

"Professor ChatGPT" provided a chart:

What's important to understand about all of this?

The most important thing for a teacher or parent to understand about idiosyncratic language and Gestalt Language Processing (GLP) is that both are unique, individualized ways of communication that require patience, empathy, and tailored support.

Rather than viewing these forms of language as barriers to effective communication, teachers should recognize that they are important ways in which autistic children express themselves, process information, and attempt to connect with the world around them.

Two important take-aways

• Idiosyncratic language Is meaningful, even if unconventional.
• GLP Is a developmental pathway, not a deficit.

Both idiosyncratic language and GLP require alternative strategies for functional communication.

Teachers can use tools like visual supports, social stories, or interactive communication methods (like AAC devices) to support understanding.

These tools can help children express themselves when their language is not yet conventional.

It’s essential to create an inclusive environment where these unique forms of language are accepted and where children feel comfortable experimenting with language.

And one more thing . . . .

To parents, teachers and therapists: Your job is not to make the child “normal.”

Idiosyncratic language and GLP are valid forms of communication that reflect each child’s unique way of experiencing and interacting with the world.

It’s important to understand that these students LEARN DIFFERENTLY. Our job is to be detectives and discover HOW they learn and then provide the support that they need.